learning engineering of mooclets: simultaneously benefiting professional learning, financial...

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Learning Engineering of MOOClets: Simultaneously benefiting Professional Learning,

Financial Success, and Cognitive & Learning Sciences Research

Joseph Jay WilliamsLytics Lab, Graduate School of Education

Office of the Vice Provost for Online Learning, Stanfordjosephjaywilliams@stanford.edu

www.josephjaywilliams.com

[Originally from Trinidad & Tobago – apologies for difficulty in following accent.]

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Topics

• I. Motivation• II. Learning through

Questions/Assessments• III. General Learning & Problem-

Solving Skills• IV. Performance Support Tools &

Checklists

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Guiding Principles

• Multiple Constraints: Practical, Scientific, Financial

• Modularity in Product Design: “MOOClets”• Future-thinking but Actionable• Empirical and Integrative Work• Experiment-Focused Instructional Design• Matchmaking Relevant Researchers• Iterative Improvement• Collaborative Development

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I. Motivation

• Beliefs about Intelligence• To what extent do you agree?

How smart you are can be significantly changed by your effort and hard work.You have a certain amount of intelligence, and what you do doesn’t really change that much.

• Growth Mindset vs. Fixed Mindset• Dweck, 2008; Yeager & Walton, 2012• Williams, Paunesku, Haley & Sohl-Dickstein, 2013

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MOOClet 1: Exercise (Khan Academy)

1. Number of Problems Practiced

2. Accuracy

[TEXT SHOWN HERE – Randomize]

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Embed motivational messages

Practice-as-usual

Remember, the more you practice the smarter you become!

Growth Mindset Message

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Growth Mindset Message helpful?

• Growth Mindset Message

• "Remember, the more you practice the smarter you become.”,

• "Mistakes help you learn. Think hard to learn from them.”

• Practice-as-usual

Jascha Sohl-Dickstein

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Results: More motivated?

• Growth Mindset Message > Practice-as-Usual

• reduction in dropout rate• increase in Number of problems practiced • increase in Number Correct

• Accuracy: Problems correct/Problems attempted

• Accuracy improvement

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Interpreting results

• Obvious?• Skeptical? Anything’s statistically

significant with large N…• Second experiment (run simultaneously)

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Practice-as-usualGrowth Mindset Message

Positive Message

Different motivational messages

Some of these problems are hard. Do your best!Remember, the more you practice the smarter you become!

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Does any positive message work?

• Growth Mindset Message

• "Remember, the more you practice the smarter you become.”,

• "Mistakes help you learn. Think hard to learn from them.”

• Positive Message• "Some of these problems are

hard. Just do your best."• "This might be a tough problem,

but we know you can do it.”

• Practice-as-usual

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Effects of Positive Messages?

• Positive Messages not better than Practice-as-Usual!

• Growth Mindset > Positive Message• How intuitive is this result?• Teachers?• Ongoing: After incorrect answer• www.assistments.org Neil Heffernan• Gates Grant for Modeling Research

Rapid Experimentation: tiny.cc/mechanicalturk

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Guiding Principles

• Multiple Constraints: Practical, Scientific, Financial

• Modularity in Product Design: “MOOClets”• Future-thinking but Actionable• Empirical and Integrative Work• Experiment-Focused Instructional Design• Matchmaking Relevant Researchers• Iterative Improvement• Collaborative Development

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Constraint Satisfaction

Practical ProductResearch

Financial Value

“MOOClets” or Modular Online Resources

• E.g. MOOClet: Math exercise, 5 minute interactive video, 30 minute lesson, Study Strategy coach, Quiz/Assessment

• www.josephjaywilliams.com/mooclets • MOOClets Group Tue 12-1 PST (remote)• tiny.cc/joinmooclets mailing list & updates• Williams, J.J. & Williams, B. A. (2013). Randomized

Experiments as a Methodological and Conceptual Tool for Improving Design of Online Learning. Data Driven Education, NIPS Workshop. tiny.cc/experimentsonlinelearning

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Integrate Diverse Expertise & Innovations

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Where is relevant research, best practice, technology, funding, market? tiny.cc/mapofspace, tiny.cc/stanfordmap

MOOCs (Coursera, EdX, Udacity)

www.KhanAcademy.org www.Assistments.org

K-12 Ed-Tech space (Bay Area, Boston...)(www.edsurge.com)

(www.edudemic.com )Higher-Ed Technology/LMS

E-Learning & Training forCorporate, State, Federal, Army

Psychological ScientistsComputer Scientists

Education

Corporate Training

Funding Agencies:IES, Dept. of Education, Dept. of Labor,

NIH, NSFPractical Reports:

What Works ClearinghouseIES Practice Guides

University Teaching & Learning CentersDepartment of Education reports

Think Tanks:SRI International

WestEd

Pittsburgh Science of Learning Center

Learning Sciences

Mooc Research Initiative

Open Learning Initiative

Distance LearningAthabasca, Western Governor’s University

Economics of Education

Habit & Behavior Change

Medical Education

Centers/Scholarship of Teaching & Learning

Assessment

PearsonETS

Open Education ResourcesCreative Commons

Foundations:Gates, Spencer, Hewlett, Kresge

Venture CapitalPrivate VCs

New SchoolsImpact Investing

Accelerators:Imagine K-12,

HCI, Design Thinking

Workforce Development

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Relevant Resources

• www.josephjaywilliams.com/home/useful-software

• www.josephjaywilliams.com/education• www.josephjaywilliams.com/online-education-exp

eriments• tiny.cc/mapofspace• Applying Cognitive Science to Online

Learning. Paper presented at NIPS Workshop on Data Driven Education (tiny.cc/cognitivescienceinmoocs)

• Improving Outcome of Psychosocial Treatments by Enhancing Memory and Learning. Perspectives in Psychological Science.

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Guiding Principles

• Multiple Constraints: Practical, Scientific, Financial

• Modularity in Product Design: “MOOClets”• Future-thinking but Actionable• Empirical and Integrative Work• Experiment-Focused Instructional Design• Matchmaking Relevant Researchers• Iterative Improvement• Collaborative Development

Messages in Coursera?

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Week 6 QuizWhether or not you’re correct on the first try, each attempt at a tough problem can make you better at statistics.

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Motivational Introductions

Practice-as-usualHave fun in the course!

Anne Friedlander Growth MindsetText version of Mindset MessageMindset Message – Another InstructorPositive EncouragementBelonging

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Instructor Guide to foster Growth Mindset• tiny.cc/idstrategymindset

Where do you think you will apply this?

Do you have any questions or want clarification?

Click to see any of the Case Studies below

Would you like to?

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Guiding Principles

• Multiple Constraints: Practical, Scientific, Financial

• Modularity in Product Design: “MOOClets”• Future-thinking but Actionable• Empirical and Integrative Work• Experiment-Focused Instructional Design• Matchmaking Relevant Researchers• Iterative Improvement• Collaborative Development

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Topics

• I. Motivation• II. Learning through

Questions/Assessments• III. General Learning & Problem-

Solving Skills• IV. Performance Support Tools &

Checklists

II. Learning through Questions/Assessments

• Discovery of patterns(Williams & Lombrozo, 2010, Cognitive Science)

• Use of prior knowledge(Williams & Lombrozo, 2013, Cognitive Psychology)

• Children’s causal learning (Walker, Williams, Lombrozo, Gopnik, 2012)

• Overgeneralize at expense of specific facts

(Williams et al, 2013, Journal of Experimental Psychology: General)

• Contradictions & belief revision (Williams, et al 2013; 2014; Cog Sci, CHI WiP)

• Comparison of examples (Edwards, Williams, Lombrozo, Gentner, 2013)

GLORP DRENTOnline/Blended

Educational Resources

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Adding questions/activities

• tiny.cc/augmentedvideo• tiny.cc/augmentedexercise

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III. General Learning & Problem-Solving Skills

Learning/Self-Questioning Strategies

• Specific Prompt VS.• General Strategy of Self-Questioning?• Teach strategies

(McNamara, 2004, Discourse Processes; Palinscar & Brown, 1984, Cognition and instruction; Williams & Lombrozo, 2010, Cognitive Science)

• Habit & Behavior Change • Theory & Technology: Embed & Remind• Methodology: “longitudinal”, large N

28e.g. Weinstein & Mayer, 1986 Rothman, Baldwin, & Hertel, 2004

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Embedded “On-Request” Strategy Instruction

Clickable link.

[Click here to learn about the “What? Why? How?” strategy]

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Self-questioning strategy: What? Why? How?

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Cues – Reflect & Remind

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Preliminary Results

N = ~ 800 per condition

• Prompted Problem-solving better than Practice-as-usual.

• Increased Accuracy on intervention and post-intervention problems.

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Learning Assistant

• tiny.cc/learningassistant

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Learning Assistant – e.g. 1

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Guiding Principles

• Multiple Constraints: Practical, Scientific, Financial

• Modularity in Product Design: “MOOClets”• Future-thinking but Actionable• Empirical and Integrative Work• Experiment-Focused Instructional Design• Matchmaking Relevant Researchers• Iterative Improvement• Collaborative Development

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Topics

• I. Motivation• II. Learning through

Questions/Assessments• III. General Learning & Problem-

Solving Skills• IV. Performance Support Tools &

Checklists

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IV. Performance Support Tools & Checklists

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Coach/Support Learning Behaviorstiny.cc/kalearningcoach

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A Lesson: Concept + Digital Tool to apply Concept in Future

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Tool for Difficult Conversations

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Topics

• I. Motivation• II. Learning through

Questions/Assessments• III. General Learning & Problem-

Solving Skills• IV. Performance Support Tools &

Checklists

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Guiding Principles

• Multiple Constraints: Practical, Scientific, Financial

• Modularity in Product Design: “MOOClets”• Future-thinking but Actionable• Empirical and Integrative Work• Experiment-Focused Instructional Design• Matchmaking Relevant Researchers• Iterative Improvement• Collaborative Development

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Acknowledgements

• Tania Lombrozo & Tom Griffiths• John Mitchell & Candace Thille• Jascha Sohl-Dickstein• Jace Kohlmeier & Khan Academy• Sam Maldonado• Lytics Lab (lytics.stanford.edu)• VPOL (Vice Provost for Online

Learning, online.stanford.edu)